n/a

Thesis (M.A.)--Brock University, 2009. / Includes bibliographical references (leaves 70-81).

This research explores the process of becoming a teacher of primary physical education (PE) within an English University based Initial Teacher Training context. Despite the introduction of a National Physical Education and school sport subject strategy in 2003, academics and professionals in the UK and elsewhere have continued to suggest that primary PE is highly problematic, echoing the views of others expressed consistently over four decades. There have been regular calls for a significant increase in the time allocated to the subject within the structure of primary ITT and some have suggested that primary PE is best taught by ‘specialists’ as many class teachers feel most comfortable delegating this task to others. However, although some researchers have suggested that trainee primary teachers are more or less disposed towards the teaching of PE, little is known regarding the dual role of dispositional and structural factors, or the way in which they combine to result in particular primary PE practices. Data were collected over a three year period (2004-2007). The research was conducted within a university provider of primary ITT in the South of England and focused on trainees following a three year undergraduate degree route to Qualified Teacher Status. In Stage 1, an initial quantitative scale was administered to a large cohort of trainee primary teachers at the outset of their course. This was followed by a series of semi-structured interviews with a smaller sample of trainees. Qualitative data generated through semi structured interviews were analysed using Interpretive Phenomenological Analysis as an organisational framework, creating descriptive coding and the presentation of organisational themes. This analytic process led to the development of a model to represent the relationship between structures, disposition and practice in primary PEITT. The outer dial of this model represents a typology of trainees in primary PEITT, which is the outcome of combined influences of structures and disposition. Four recommendations for practice are made, including the need to develop the structures of primary PE ITT with differentiated learning opportunities and to provide more effectively mentored practice in school settings. Whilst those trainees with a very negative disposition towards PE may be best advised to avoid teaching the subject altogether, the greatest potential for improving primary PE lies in the development of those trainees with an initially ambivalent attitude to the subject. This majority of trainees in the middle ground of the proposed typology may hold the key for long term improvements in the subject should ITT providers be able to respond to the identified learning needs. The findings of this research are particularly pertinent in light of current government plans to increase school based responsibilities within ITT.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 309-324).

Orientadora: Eliana Ayoub / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T04:08:26Z (GMT). No. of bitstreams: 1 Pinto_LarissaGranerSilva_M.pdf: 12310175 bytes, checksum: b9e2e57d9017e72bba7c733fc38e31cf (MD5) Previous issue date: 2013 / Resumo: Este trabalho é uma narrativa a respeito do processo de ensino-aprendizado da ginástica desenvolvido com alunos do ensino fundamental I, em uma escola pública da rede municipal de Vinhedo/SP. As perguntas em torno do mesmo são relacionadas ao modo como processos de criação constituem esse processo de ensino-aprendizado da ginástica na escola. A partir de algumas reflexões de Salles (2008) e com base nas perspectivas crítico-superadora da educação física (COLETIVO DE AUTORES, 1992), histórico-cultural (VYGOSTSKY, 2008) e enunciativo-discursiva (BAKHTIN, 1990; 2010) é realizada uma análise dos documentos que fizeram parte do processo estudado a fim de compreendê-lo. O material analisado englobou fotos de família, comunicados escolares, registros escritos de séries de ginástica, jornais, convites, certificados de participação em eventos, folhetos de programa de apresentações de ginástica, trabalho de conclusão de curso, artigos, obras relacionadas à metodologia para o ensino-aprendizado da educação física na escola e para o ensino da ginástica na escola, programas de planos de aula, registros de acontecimentos em aulas, avaliações dos alunos, fotos dos alunos. Ao longo dos estudos, foi possível encontrar e revelar alguns processos de criação relacionados à ginástica constituindo o processo de ensino-aprendizado da ginástica desenvolvido em seis anos de atuação da professora-autora na escola estudada. Um dos processos encontrados teve como "objeto" criado a ideia de corpo que pratica ginástica, ginástica e escola pública. As principais interações transformadoras desses conceitos ocorreram na escola pública quando a professora ainda era aluna. Outro processo encontrado teve como "objeto" criado as propostas metodológicas para o ensino-aprendizado da educação física e da ginástica na escola, tendo seu tempo, espaço e principais interações transformadoras constituídas na universidade quando a professora era aluna de graduação. O processo de criação das práticas pedagógicas relacionadas à ginástica na escola, mais um "objeto" encontrado, aconteceu na escola estudada, nas interações com os alunos. Um último processo localizado, aquele que os alunos criam a ginástica também aconteceu nesse tempo e espaço, constituído por essas interações. Compreendidos como criações em rede, notou-se que o inacabamento desses processos de criação foram, e são, impulsionadores na constituição do processo de ensino-aprendizado da ginástica na escola estudada. / Abstract: This works is a narrative regarding to teaching-learning process of gymnastic developed with students of an elementary school in a public school of District of Vinhedo - SP. The questions around itself are related to how processes of creation constitute this process of teaching-learning of gymnastic in school. Since some Salles reflections (2008) and anchored in perspectives of overcoming-critical of physical education (COLETIVO DE AUTORES, 1992), historic-cultural (VYGOTSKY, 2008), and enunciative-discursive (BAKHTIN, 1990, 2010), it has been made analysis of documents which were part of the inquired process in order to understand it. The analyzed documents included: pictures of family, school messages, written registers from sequences of gymnastic, newspapers, invitations, event certificates, leaflets of program of gymnastic performance, articles, work of course study conclusion, works related to methodology for teaching-learning of physical education in school and of teaching of gymnastic in school, planning classes programs, registrations of happenings in classes, students appraisals and pictures of students. Along of this study, it was possible to find and reveal some processes of creation related to gymnastic constituting the process of teaching-learning of gymnastic developed in six years of performance by teacher in the referred school. One of the process found had as an "object" created an idea of body who practice gymnastic, gymnastic and public school. The mainly transformers interactions of these concepts occurred to public school when the teacher was still a student. Another process, which was found had as an "object" created the methodological proposals for teaching-learning physical education and gymnastic in school, having its time, space and mainly transformers interactions constituted in the University when the teacher was still a graduated student. The process of creation of pedagogical practices related to gymnastic in school, another one found "object" occurred to that studied school, in the interactions with students. The last one located process, that the students create the gymnastic, also took place in that time and space, formed by these interactions. Understood as creations in net, it was noticed that the unending of themselves were and are the impulse in the constitution to the process of teaching-learning of gymnastics in the studied school. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação